Teaching Vocabulary in Specialty at the Non-Language Universities


  • Bakirova Hilolakhon Botiraliyevna, Inamova Dilfuza Ergashevna, Adilova Zilola Hushnudovna, Mahmudova Shahnozaxon Odiljonqizi, Muminova Durdonaxon Shukhratovna


The article is devoted to the study of the issues of teaching foreign language vocabulary in a non-linguistic university, in connection with which the main stages of working with lexical material are presented. As you know, the lexical aspect of learning a foreign language is one of the most difficult aspects of the practice of teaching a foreign language. Here the relevance and practical significance of the research topic is indicated, and it is also noted that well-formed lexical skills are the main condition for successful communication in a foreign language. Various levels of vocabulary proficiency are analyzed and a brief overview of the main principles and methods of introducing new lexical material is given. The key psychological and pedagogical conditions for the effectiveness of teaching foreign language vocabulary of students of non-linguistic specialties are highlighted. The features of the methodology of teaching foreign language vocabulary in a non-linguistic university are studied, an emphasis is placed on the high role of active (innovative) methods, the need to work with electronic dictionaries and the implementation of a personal-activity approach in teaching are noted, teaching foreign languages ​​is considered as teaching communicative activity. As an imperative toolkit of corpus linguistics is proposed as an unconventional, but highly effective means of improving the process and improving the result of teaching foreign language vocabulary in a non-linguistic university.